Electronic Lecture versus Traditional Lecture: Implications on Students' Learning

Autor/inn/en	Hassell, David G.; Hewakandamby, Buddhika; Yueh, Lee Kok
Titel	Electronic Lecture versus Traditional Lecture: Implications on Students' Learning
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 8 (2018) 4, S.65-75, Artikel 5 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
DOI	10.4018/IJCALLT.2018100105
Schlagwörter	Teaching Methods; Educational Technology; Technology Uses in Education; Higher Education; College Students; Chemical Engineering; Engineering Education; Instructional Effectiveness; Lecture Method; Foreign Countries; Audio Equipment; Attendance; Malaysia; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Chemisches Prüfverfahren; Ingenieurausbildung; Unterrichtserfolg; Ausland; Audio-CD; Anwesenheit
Abstract	This article presents work undertaken in the 2010-2011 academic year at two international campuses of Nottingham University. Although the data was shared after seven years, it is believed the findings have implications for the present time. The primary aim of this study was to compare the use of podcasts against traditional lectures on student learning of a course designed for Bachelors of Engineering (BEng) and Masters of Engineering (MEng) students majoring in chemical engineering, and chemical and environmental engineering. The campus based in the UK (UNUK) taught the module using a conventional "chalk-and-talk" approach whilst the other in Malaysia (UNMC) used electronic lectures (podcasts) to deliver the taught component of the module. The same assessment (exam and coursework) was used in both campuses to measure the differences in effectiveness of the two approaches. The comparison found that the mode of delivery has no obvious effect on the academic performance of the students for both coursework and exam components, however, the electronic lecture approach was found to have a negative impact on student attendance on campus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01